Science Pacing Guide
Grade 8
To successfully complete Eighth grade Science the learner will
Process Standards:
-
The Nature of Science and the Design Process
Analyze data using the scientific method.
Form logical conclusion based on cause and effect using experimental data.
Compare conclusions to existing theories.
Recognize need for additional study/data.
The Nature of Science
 Make predictions and develop testable questions based on research and prior knowledge.
 Plan and carry out investigations as a class, in small groups or independently oft a period of several class lessons.
 Collect quantitative data with appropriate tools or technologies and use appropriate units to label numerical data.
 Incorporate variables that can be changed, measured or controlled.
 Use the principles of accuracy and precision when making measurement.
 Test predictions with multiple trials
 Keep accurate records in a notebook during investigations.
 Analyze data, using appropriate mathematical manipulation as required, and use it to identify patterns and make inferences
based on these patterns.
 Evaluate possible causes for differing results (valid data).
 Compare the results of an experiment with the prediction.
 Communicate findings using graphs, charts, maps and models through oral and written reports.
The Design Process





Identify a need or problem to be solved.
Brainstorm potential solutions.
Document the design throughout the entire design process so that it can be replicate in a portfolio/notebook with drawings
including labels.
Select a solution to the need or problem.
Select the most appropriate materials to develop a solution that will meet the need.
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





Create the solution through a prototype.
Test and evaluate how well the solution meets the goal.
Evaluate and test the design using measurement.
Present evidence using mathematical representations (graphs, data tables).
Communicate the solution including evidence using mathematical representations (graphs, data tables), drawings or
prototypes.
Redesign to improve the solution based on how well the solution meets the need.
Learning Targets/Outcomes
Understand the addition of more than one variable may make the conclusion undeterminable or into question
o Conduct single variable experiments that test one variable at a time.
o Change an experiment to test alternative variables.
o Redesign experiment to test other variables compared to their conclusion.
o Redesign experiments to form a new hypothesis.
Discuss, restate, and summarize results of other.
Evaluate their own results compared to results of others.
Recognize alternative viewpoints.
o Positions are supported by data.
- Utilize and analyze different forms of data
o Charts, tables, graphs
Written and/or oral arguments and positions
Explain the danger of misconceptions based on over-generations.
Explain dangers of making assumptions on inadequate amounts of data.
-
Key Vocabulary
-
Conclusion
Theory
Hypothesis
Variables
Controls
Question
Analysis
Results
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Core Standard 1:
Physical Science:
Describe how atomic structure determines chemical properties and how atoms and molecules interact.
Chemical properties and structure of atoms and molecules
- Recognize the arrangements of atoms are defined by their chemical properties.
- Draw diagrams to explain atomic arrays.
- Describe chemical changes in production of different substances.
- Explain the total mass of system remains unchanged.
- Explain the sharing/exchanging of electrons in chemical reactions.
Movement of Atoms in a change of state
- Describe the molecular movement in each state of matter.
- Recognize molecules are in constant motion.
8.1.1 Explain that all matter is composed of particular arrangements of atoms of approximately one hundred elements.
8.1.2 Understand that elements are organized on the periodic table based on atomic number.
8.1.3 Explain how the arrangement of atoms and molecules determines chemical properties of substances.
8.1.4 Describe the structure of an atom and relate the arrangement of electrons to how that atom interacts with other atoms.
8.1.5 Explain that atoms join together to form molecules and compounds and illustrate with diagrams the relationship between atoms
and compounds and/or molecules.
8.1.6 Explain that elements and compounds have characteristic properties such as density, boiling points and melting points that
remain unchanged regardless of the sample size.
8.1.7 Explain that chemical changes occur when substances react and form one or more different products, whose physical and
chemical properties are different from those of the reactants.
8.1.8 Demonstrate that in a chemical change, the total numbers of each kind of atom in the product are the same as in the reactants and
that the total mass of the reacting system is conserved.
Learning Targets/Outcomes
-
Recognize that atoms are too small to see without the use of technology.
Recognize that atoms of any element differ from atoms of other elements.
Illustrate atoms in molecules of solid, liquid, or gas state.
Recognize that atoms are always moving.
Explain the law of conservation of mass
Number of atoms and atomic mass stays the same regardless of the arrangement of atoms.
Change of state occurs as molecular motion changes.
Explain the law of conservation of mass
o Number of atoms and atomic mass stays the same regardless of the arrangement of atoms.
Explain that change in temperature creates a change in energy of motion.
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Key Vocabulary
-
Atomic Model
Protons
Neutrons
Electrons
Atomic Arrays
Molecule
Solid
Liquid
Gas
Periodic Table of Elements
Element
Groups or families
Periods
Metals
Metalloids
Nonmetals
Atomic number
Mass number
Ions
Change of State
Temperature
Energy of Motion
-
Isotopes
Law of Conservation of Mass
Chemical equations
Reactants
Products
Coefficients
Subscripts
Yield sign
Atomic Weight
Atomic Mass
-
Covalent Bonds
Ionic Bonds
Metallic Bonds
Valence electrons
Balanced equations
Oxidation numbers
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Core Standard 2:
Earth and Space:
Explain how the sun’s energy heats the air, land, and water driving the processes that result in wind, ocean currents, and the water
cycle. Describe how human activities have changed the land, water, and atmosphere.
8.2.1 Recognize and demonstrate how the sun’s energy drives convection in the atmosphere and in bodies of water, which results in
ocean currents and weather patterns.
8.2.2 Describe and model how water moves through the earth’s crust, atmosphere, and oceans in a cyclic way, as liquid, vapor, and
solid.
8.2.3 Describe the characteristics of ocean currents and identify their effects on weather patterns.
8.2.4 Describe the physical and chemical composition of the atmosphere at different elevations.
8.2.5 Describe the conditions that cause Indiana weather and weather-related events such as tornadoes, lake effect snow, blizzards,
thunderstorms, and flooding.
8.2.6 Identify, explain, and discuss some effects human activities have on the biosphere, such as air, soil, light, noise and water
pollution.
8.2.7 Recognize that some of Earth’s resources are finite and describe how recycling, reducing consumption and the development of
alternatives can reduce the rate of their depletion.
8.2.8 Explain that human activities, beginning with the earliest herding and agricultural activities, have drastically changed the
environment and have affected the capacity of the environment to support native species. Explain current efforts to reduce and
eliminate these impacts and encourage sustainability.
Learning Targets/Outcomes
o Recognize, describe, and demonstrate how the sun’s energy drives convection in the atmosphere and in bodies of water, which
results in ocean currents and weather patterns.
o Describe and model how water moves through the earth’s crust, atmosphere, and oceans in a cyclic way, as liquid, vapor, and
solid.
o Describe the physical and chemical composition of the atmosphere at different elevations.
o Describe the conditions that cause Indiana weather and weather-related events such as tornadoes, lake effect snow, blizzards,
thunderstorms, and flooding.
o Identify, explain, and discuss some effects human activities have on the biosphere. Recognize that we can alter the rate of its
depletion and eliminate some of the impact to encourage sustainability.
o
Explain that human activities, beginning with the earliest herding and agricultural activities, have drastically changed the
environment and have affected the capacity of the environment to support native species. Explain current efforts to reduce and
eliminate these impacts and encourage sustainability.
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Key Vocabulary
-
Convection
Current
Water cycle
Precipitation
Condensation
Evaporation
Pollution
Lake effect snow
Renewable resources
Non-renewable resources
Sustainability
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Core Standard 3: Life Science:
Understand the predictability of characteristics being passed from parents to offspring. Explain how a particular environment selects
for traits that increase the likelihood of survival and reproduction by individuals bearing those traits.
Every cell contains all DNA.
- Illustrate the structure, function, and role of DNA.
Natural Selection
- Genetics explains certain inherited traits.
- Identify how traits are passed on to offspring.
8.3.1 Explain that reproduction is essential for the continuation of every species and is the mechanism by which all organisms
transmit genetic information.
8.3.2 Compare and contrast the transmission of genetic information in sexual and asexual reproduction.
8.3.3 Explain that genetic information is transmitted from parents to offspring mostly by chromosomes.
8.3.4 Understand the relationship between deoxyribonucleic acid (DNA), genes, and chromosomes.
8.3.5 Identify and describe the difference between inherited traits and physical and behavioral traits that are acquired or learned.
8.3.6 Observe anatomical structures of a variety of organisms and describe their similarities and differences. Use the data collected to
organize the organisms into groups and predict their relatedness.
8.3.7 Recognize and explain that small genetic differences between parents and offspring can accumulate in successive generations so
that descendants may be different from their ancestors.
8.3.8 Examine traits of individuals within a population of organisms that may give them an advantage in survival and reproduction in
a given environments or when the environment changes.
8.3.9 Describe the effect of environmental changes on populations of organisms when their adaptive characteristics put them at a
disadvantage for survival. Describe how extinction of a species can ultimately result.
8.3.10 Recognize and describe how new varieties of organisms have come about from selective breeding.
Learning Targets/Outcomes
-
Illustrate the structure, function, and role of DNA.
Identify and apply Mendel’s contributions to genetics.
Demonstrate the use of Punnett’s Squares in determining genetic probability.
Understand and explain how alleles, genes, and chromosomes determine heredity.
Analyze and summarize how the process of meiosis produces sex cells which lead to genetic variation.
-
Inherited traits
Characteristics
Mendel
Heredity
Genes
Key Vocabulary
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-
Punnett square
Dominant
Recessive
Pedigree
Alleles
Phenotype
Genotype
Meiosis
Mitosis
Chromosome
Homo/heterozygous
Probability
Genetic traits
Characteristics
Meiosis
DNA
Nucleotide
RNA
Ribosome
Mutations
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Core Standard 4:
Science, Technology and Engineering
Identify the appropriate materials to be used to solve a problem based on their specific properties and characteristics.
8.4.1 Understand how the strength of attractive forces between particles in a material helps to explain many physical properties of the
material, such as why different materials exist as gases, liquids or solids at a given temperature.
8.4.2 Rank the strength of attractions between the particles of room-temperature materials.
8.4.3 Investigate the properties (mechanical, chemical, electrical, thermal, magnetic, and optical) of natural and engineered materials.
Learning Targets/Outcomes
-
Evaluate how the strength of attractive forces between particles at room temperature in a material helps to explain many
physical properties of the material.
Investigate the properties of natural and engineered materials using the scientific process skills of the Nature of Science and
the Design Process.
Key Vocabulary
-
Chemical properties
Physical properties
Electrical properties
Thermal energy
Magnetic properties
Mechanical properties
Density
Kinetic energy
States of Matter
Attraction
Natural materials
Engineered materials
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8
1.
th
Essential Outcomes
Grade Science Pacing Guide
Formulating conclusions utilizing the scientific process skills. (Process Standards: The Nature of Science and The Design Process)
Learning Goals:
o Students will analyze data using the scientific method and make inferences from those results.
o Students will form logical conclusion based on cause and effect using experimental data.
o Students will compare conclusions to existing theories.
o Students will recognize need for additional study/data.
o Students will design a solution to a problem or need effectively using the appropriate materials and tools.
2. Physical Science: Chemical properties and structure of atoms and molecules, physical change in matter, and movement of atoms in a
change of state. (Standard 1)
Learning Goals:
o 8.1.1 Explain that all matter is composed of particular arrangements of atoms of approximately one hundred elements.
o
8.1.2 Understand that elements are organized on the periodic table based on atomic number.
o
8.1.3 Explain how the arrangement of atoms and molecules determines chemical properties of substances.
o
8.1.4 Describe the structure of an atom and relate the arrangement of electrons to how that atom interacts with other
atoms.
o
8.1.5 Explain that atoms join together to form molecules and compounds and illustrate with diagrams the relationship
between atoms and compounds and/or molecules.
o
8.1.6 Explain that elements and compounds have characteristic properties such as density, boiling points and melting points
that remain unchanged regardless of the sample size.
o
8.1.7 Explain that chemical changes occur when substances react and form one or more different products, whose physical
and chemical properties are different from those of the reactants.
o
8.1.8 Demonstrate that in a chemical change, the total numbers of each kind of atom in the product are the same as in the
reactants and that the total mass of the reacting system is conserved.
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3. Earth and Space Systems (Standard 2)
Learning Goals:
o 8.2.1 Recognize and demonstrate how the sun’s energy drives convection in the atmosphere and in bodies of water, which
results in ocean currents and weather patterns.
o
8.2.2 Describe and model how water moves through the earth’s crust, atmosphere, and oceans in a cyclic way, as liquid,
vapor, and solid.
o
8.2.3 Describe the characteristics of ocean currents and identify their effects on weather patterns.
o
8.2.4 Describe the physical and chemical composition of the atmosphere at different elevations.
o
8.2.5 Describe the conditions that cause Indiana weather and weather-related events such as tornadoes, lake effect
snow, blizzards, thunderstorms, and flooding.
o
8.2.6 Identify, explain, and discuss some effects human activities have on the biosphere, such as air, soil, light, noise
and water pollution.
o
8.2.7 Recognize that some of Earth’s resources are finite and describe how recycling, reducing consumption and the
development of alternatives can reduce the rate of their depletion.
o
8.2.8 Explain that human activities, beginning with the earliest herding and agricultural activities, have drastically
changed the environment and have affected the capacity of the environment to support native species. Explain current
efforts to reduce and eliminate these impacts and encourage sustainability.
4. Life Science. (Standard 3)
Learning Goals:
o 8.3.1 Explain that reproduction is essential for the continuation of every species and is the mechanism by which all
organisms transmit genetic information.
o
8.3.2 Compare and contrast the transmission of genetic information in sexual and asexual reproduction.
o
8.3.3 Explain that genetic information is transmitted from parents to offspring mostly by chromosomes.
o
8.3.4 Understand the relationship between deoxyribonucleic acid (DNA), genes, and chromosomes.
o
8.3.5 Identify and describe the difference between inherited traits and physical and behavioral traits that are acquired
or learned.
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o
8.3.6 Observe anatomical structures of a variety of organisms and describe their similarities and differences. Use the
data collected to organize the organisms into groups and predict their relatedness.
o
8.3.7 Recognize and explain that small genetic differences between parents and offspring can accumulate in successive
generations so that descendants may be different from their ancestors.
o
8.3.8 Examine traits of individuals within a population of organisms that may give them an advantage in survival and
reproduction in a given environments or when the environment changes.
o
8.3.9 Describe the effect of environmental changes on populations of organisms when their adaptive characteristics put
them at a disadvantage for survival. Describe how extinction of a species can ultimately result.
5. Science, Technology, and Engineering (Standard 4)
Learning Goals:
o 8.4.1 Understand how the strength of attractive forces between particles in a material helps to explain many physical
properties of the material, such as why different materials exist as gases, liquids or solids at a given temperature.
o
8.4.2 Rank the strength of attractions between the particles of room-temperature materials.
o
8.4.3 Investigate the properties (mechanical, chemical, electrical, thermal, magnetic, and optical) of natural and
engineered materials.
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8th Grade Science Bundle #1-Physical Science
Standard Indicator: Standard 1
Essential Outcome 1 & 2
The Nature of Science and The Design Process
8.1.1 Explain that all matter is composed of particular arrangements of atoms of approximately one hundred elements.
8.1.2 Understand that elements are organized on the periodic table based on atomic number.
8.1.3 Explain how the arrangement of atoms and molecules determines chemical properties of substances.
8.1.4 Describe the structure of an atom and relate the arrangement of electrons to how that atom interacts with other atoms.
8.1.5 Explain that atoms join together to form molecules and compounds and illustrate with diagrams the relationship between atoms and
compounds and/or molecules.
8.1.6 Explain that elements and compounds have characteristic properties such as density, boiling points and melting points that remain
unchanged regardless of the sample size.
8.1.7 Explain that chemical changes occur when substances react and form one or more different products, whose physical and chemical
properties are different from those of the reactants.
8.1.8 Demonstrate that in a chemical change, the total numbers of each kind of atom in the product are the same as in the reactants and
that the total mass of the reacting system is conserved.
Process
1.
2.
3.
Scientific Method
Reading applications
Writing applications
Skills
8.1.1
8.1.2
8.1.3
8.1.4
8.1.5
8.1.6
8.1.7
8.1.8
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Vocabulary
Scientific Process Terms
Atomic Model
States of Matter
Periodic Table of Elements
Law of Conservation of Mass
Balanced equations
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8th Grade Science Bundle #2-Life Sciences
Standard Indicator: Standard 3
Essential Outcome 1 & 4
8.3.1 Explain that reproduction is essential for the continuation of every species and is the mechanism by which all organisms transmit genetic
information.
8.3.2 Compare and contrast the transmission of genetic information in sexual and asexual reproduction.
8.3.3 Explain that genetic information is transmitted from parents to offspring mostly by chromosomes.
8.3.4 Understand the relationship between deoxyribonucleic acid (DNA), genes, and chromosomes.
8.3.5 Identify and describe the difference between inherited traits and physical and behavioral traits that are acquired or learned.
8.3.6 Observe anatomical structures of a variety of organisms and describe their similarities and differences. Use the data collected to organize the
organisms into groups and predict their relatedness.
8.3.7 Recognize and explain that small genetic differences between parents and offspring can accumulate in successive generations so that descendants
may be different from their ancestors.
8.3.8 Examine traits of individuals within a population of organisms that may give them an advantage in survival and reproduction in a given environments
or when the environment changes.
8.3.9 Describe the effect of environmental changes on populations of organisms when their adaptive characteristics put them at a disadvantage for
survival. Describe how extinction of a species can ultimately result.
8.3.10 Recognize and describe how new varieties of organisms have come about from selective breeding.
Process
Details
1.
2.
3.
4.
Genetic information is transmitted from parents to offspring.
Genetic information is passed on in sexual and asexual reproduction.
The relationship between DNA, genes, and chromosomes.
Examine the cumulative effect of genetic variation.
Skills
1.
2.
3.
Scientific Method
Reading Applications
Writing Applications
8.3.1
8.3.2
8.3.3
8.3.4
8.3.5
8.3.6
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8.3.7
8.3.8
8.3.9
8.3.10
Vocabulary
Genes
Characteristics
DNA
Chromosomes
Punnett Squares
Selective Breeding
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8th Grade Science Bundle #3 – Earth and Science Systems
Standard Indicator: Standard 2
Essential Outcome 1 & 3
8.2.1 Recognize and demonstrate how the sun’s energy drives convection in the atmosphere and in bodies of water, which results in ocean currents and
weather patterns.
8.2.2 Describe and model how water moves through the earth’s crust, atmosphere, and oceans in a cyclic way, as liquid, vapor, and solid.
8.2.3 Describe the characteristics of ocean currents and identify their effects on weather patterns.
8.2.4 Describe the physical and chemical composition of the atmosphere at different elevations.
8.2.5 Describe the conditions that cause Indiana weather and weather-related events such as tornadoes, lake effect snow, blizzards, thunderstorms,
and flooding.
8.2.6 Identify, explain, and discuss some effects human activities have on the biosphere, such as air, soil, light, noise and water pollution.
8.2.7 Recognize that some of Earth’s resources are finite and describe how recycling, reducing consumption and the development of alternatives can
reduce the rate of their depletion.
8.2.8 Explain that human activities, beginning with the earliest herding and agricultural activities, have drastically changed the environment and have
affected the capacity of the environment to support native species. Explain current efforts to reduce and eliminate these impacts and encourage
sustainability.
Process
Skills
1.
2.
3.
Scientific Method
Reading Applications
Writing Applications
8.2.1
8.2.2
8.2.3
8.2.4
8.2.5
8.2.6
8.2.7
8.2.8
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8th Grade Science Bundle #4 – Science, Technology, and Engineering
Standard Indicator: Standard 4
Essential Outcome 1 & 5
8.4.1 Understand how the strength of attractive forces between particles in a material helps to explain many physical properties of the material, such
as why different materials exist as gases, liquids or solids at a given temperature.
8.4.2 Rank the strength of attractions between the particles of room-temperature materials.
8.4.3 Investigate the properties (mechanical, chemical, electrical, thermal, magnetic, and optical) of natural and engineered materials.
Declarative Knowledge
Concepts
Identify the appropriate materials to be used to solve a problem based on
their specific properties and characteristics.
Organizing
Ideas
8.4.1
8.4.2
8.4.3
Details
1. The strength of attractive forces between particles in a material helps
to explain many physical properties of the material.
2. A material’s physical properties are considered in engineering during the
process of design.
Vocabulary
Density
Conductivity
State of Matter
Particle attraction
Procedural Knowledge
Process
Skills
1.
2.
3.
Scientific Method
Reading Applications
Writing Applications
8.4.1
8.4.2
8.4.3
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Essential Outcome:
1 and 2
Standard 1 and Standard 3
8.1.4 Explain why accurate record keeping, openness, and replication area essential for maintaining an investigator’s credibility with other scientists and
society.
8.2.7 Participate in group discussions on scientific topics by restating or summarizing accurately what others have said, asking for clarification or
elaboration, and expressing alternative positions.
8.3.8 Explain that all matter is made up of atoms which are too small to see directly through an optical microscope. Understand that the atoms of any
element are similar but are different from atoms of other elements. Further understand that atoms may stick together in well-defined molecules or may
be packed together in large arrays. Also understand that different arrangements of atoms into groups comprise all substances.
8.3.9 Demonstrate, using drawings and models, the movement of atoms in a solid, liquid, and gaseous state. Explain that atoms and molecules are
perpetually in motion.
Summative Assessment:
Describe assessment
timeline
Formative: Students
will identify and label
the parts of an atom.
Timeline:
Formative: Students
recognize that
arrangements of atoms
are defined by their
chemical properties.
Timeline:
Formative: Students
symbolize atomic
arrays.
Timeline:
Formative: Students
will analyze conclusions
using existing theories.
Timeline:
Method
Knowledge
Types of Reasoning
Performance Skill
Products
x
Students will
draw/label or
construct a model of an
atom.
Students will be able
to use an atomic
configuration to
identify an elements
chemical properties
and locate it in the
periodic table
Students will illustrate
different atomic
arrays.
Students will able
describe how the
atomic theory has
changed over time.
x
x
x
x
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Essential Outcome:
3 and 9
Standard 3 and Standard 3b-1
8.3.11 Describe how groups of elements can be classified based on similar properties, including highly reactive metals, less reactive metals, highly
reactive non-metals, less reactive non-metals, and some almost completely non-reactive gases.
8.3.12 Explain that no matter how substances within a closed system interact with one another, or how they combine or break apart, the total mass of
the system remains the same. Understand that the atomic theory explains the conservation of matter: if the number of atoms stays the same no matter
how they are rearranged, then their total mass stays the same.
8.3.13 Explain that energy cannot be created or destroyed but only changed from one form into another.
Summative Assessment:
Describe assessment
timeline
Formative: Students
classify elements
Timeline:
Formative: Students
symbolize chemical
changes in production
of different
substances.
Timeline:
Formative: Students
demonstrate that total
mass of a system
remains unchanged
using chemically
balanced equations.
Students investigate
the sharing/exchanging
of electrons in
chemical reactions.
Timeline:
Formative: Students
analyze conclusions
based on existing
Method
Students will be able
identify an element and
describe its
characteristics
Students will compare
and contrast similar
chemical formulas and
equations.
Students will balance
different chemical
equations.
Knowledge
Types of Reasoning
Performance Skill
Products
x
x
x
x
Students will be able
to use the periodic
table to be able to
determine the
sharing/losing of
electrons.
Students will be able
to explain how the Law
of Conservation of
x
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theories.
Mass is still viable
today.
Students understand
how each generation
builds on the past and
impacts the future.
Timeline:
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Essential Outcome:
1, 4, and 5
Standard 3 and Core Standard 3b-2 and 3d
8.3.9 Demonstrate, using drawing and models, the movement of atoms in a solid, liquid, and gaseous state. Explain that atoms and molecules are
perpetually in motion.
8.3.10 Explain that increased temperature means that atoms have a greater average energy of motion and that most gases expand when heated.
8.3.13 Explain that energy cannot be created or destroyed but only changed from one form into another.
8.3.14 Describe how heat can be transferred through materials by the collision of atoms, or across space by radiation, or if the material is fluid, by
convention currents that are set up in it that aid the transfer of heat.
8.3.15 Identify different forms of energy that exist in nature.
Summative Assessment:
Describe assessment
timeline
Formative: Students
symbolize the
molecular movement in
each state of matter.
Students recognize
that molecules are in
constant motion.
Timeline:
Formative: Students
will analyze data using
the scientific method.
Method
Knowledge
Types of Reasoning
Students will draw
illustrations and
describe the
characteristics of each
state of matter.
Products
x
x
Students will role play
and physically
demonstrate molecular
motion.
Students will analyze
data from a change of
state investigation.
Performance Skill
x
x
Students will form
logical conclusions
using the experimental
data.
Timeline:
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Essential Outcome:
6 and 9
Standard 3 and Core Standard 4b
8.1.8 Explain that humans help shape the future by generating knowledge, developing new technologies, and communicating ideas to others.
8.32 Explain that the slow movement of material within the Earth results from heat flowing out of the deep interior and the action of gravitational
forces on regions of different density.
8.3.3 Explain that the solid crust of Earth, including both the continents and the ocean basins, consists of separate plates that ride on a denser, hot
gradually deformable layer of earth. Understand that the crust sections move very slowly, pressing against one another in some places, pulling apart in
other places. Further understand that ocean-floor plates may slide under continental plates, sinking deep into Earth, and that the surface layers of
these plates may fold, forming mountain ranges.
8.3.4 Explain that earthquakes often occur along the boundaries between colliding plates, and molten rock from below creates pressure that is released
by volcanic eruptions, helping to build up mountains. Understand that under the ocean basins, molten rock may well up between separating plates to
create new ocean floor. Further understand that volcanic activity along the ocean floor may form undersea mountains, which can thrust above the ocean’s
surface to become islands.
Summative Assessment:
Describe assessment
timeline
Formative: Students
will recall the
development of the
theory of plate
tectonics.
Students understand
how each generation
builds on the past and
impacts the future.
Timeline:
Formative: Students
interpret the effects
of plate movement.
Students predict
events, locations, and
geological features
using the theory of
tectonic movement.
Timeline:
Method
Students will be able
to describe the theory
of plate tectonics, and
how the use of new
technology supports
the theory.
Students will be able
use the three possible
plate motions to
predict possible
geological events and
features related to
each movement.
Knowledge
Types of Reasoning
Performance Skill
Products
x
x
x
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Essential Outcome:
7, 8, and 9
Standard 4 and Core Standard 5-1
8.1.7 Explain why technology issues are rarely simple and one-sided because contending groups may have different values and priorities.
8.1.8 Explain that humans help shape the future by generating knowledge, developing new technologies, and communicating ideas to others.
8.4.1 Differentiate between inherited traits, such as hair color or flower color, and acquired skills, such as manners.
8.4.2 Describe that in some organisms, such as yeast or bacteria, all genes come from a single parent, while in those that have sexes, typically half of the
genes come from each parent.
8.4.3 Recognize and describe that new varieties of cultivated plants, such as corn and apples, and domestic animals, such as dogs and horses, have
resulted from selective breeding for particular traits.
8.4.7 Recognize and explain that small genetic difference between parents and offspring can accumulate in successive generations so that descendents
are very different from their ancestors.
B1.23
B1.26
Summative Assessment:
Describe assessment
timeline
Formative: Students
will recognize that
every cell contains all
DNA
Students symbolize
the structure of DNA
Timeline:
Formative: Students
recognize that certain
traits are inherited.
Students specify how
traits are passed on
from one generation to
the next.
Timeline:
Formative: Students
will recognize the
Method
Students will be able
to construct a DNA
model and describe
how it exists in every
cell.
Knowledge
Performance Skill
x
Students will be able
to construct a Punnett
square and predict the
traits future possible
offspring.
Students will be able
to demonstrate the
Types of Reasoning
Products
x
x
x
MCAS Eighth Grade Science Pacing Guide
24
function and role of
DNA.
Timeline:
function and role of
DNA.
MCAS Eighth Grade Science Pacing Guide
25
Essential Outcome:
8
Standard 4 and Core Standard 5.2
8.4.3 Recognize and describe that new varieties of cultivated plants, such as corn and apples, and domestic animals, such as dogs horses, have resulted
from selective breeding for particular traits.
8.4.8 Describe how environmental conditions affect the survival of individual organisms and how entire species may prosper in spite of the poor
survivability or bad fortune of individuals.
8.4.9 Recognize and describe that fossil evidence is consistent with the idea that human beings evolved from earlier species.
Summative Assessment:
Describe assessment
timeline
Formative: Students
will specify how traits
are selected for
survival
Timeline:
Formative: Students
will investigate how
environmental
conditions affect the
survival of organisms.
Timeline:
Formative: Students
will specify the theory
of evolution.
Timeline:
Method
Knowledge
Students will be to
evaluate which traits
are most beneficial.
Students will be able
to make connections
between changing
environmental
conditions and the
survival of species.
Students will use the
four components of
Natural selection and
how it drives the
changing of the
species.
Types of Reasoning
Performance Skill
Products
x
x
x
x
Revised 8.9.10
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